Coming Full Circle: Using Program Alumni as Cooperating Teachers for the Next Generation of Student Teachers

Autor/in	Ragland, Rachel G.
Titel	Coming Full Circle: Using Program Alumni as Cooperating Teachers for the Next Generation of Student Teachers
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1290906 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1290906
Schlagwörter	Alumni; Cooperating Teachers; Teacher Surveys; Interviews; Teacher Education Programs; Program Effectiveness; Reflective Teaching; Mentors; Student Teaching; Teacher Role; Case Studies; Qualitative Research; Statistical Analysis; Online Surveys; Likert Scales; Program Content; Influences; Experience; Faculty Development; Barriers + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Teaching practice; Unterrichtspraxis; Lehrerrolle; Case study; Fallstudie; Case Study; Qualitative Forschung; Statistische Analyse; Likert-Skala; Programmgestaltung; Influence; Einfluss; Einflussfaktor; Erfahrung
Abstract	Characteristics of cooperating teachers that lead to successful student teaching experiences and the benefits accruing to cooperating teachers were investigated in a case study. A unique aspect of this study was the focus on the use of cooperating teachers who are alumni of the teacher education program investigated. Cooperating teachers were surveyed and interviewed concerning what had best prepared them for being cooperating teachers, what benefits they gained from the experience, and what differences were found in working with student teachers from their own pre-service preparation program compared to other programs. Evidence-based conclusions indicated: (1) the most important factor in making an effective cooperating teacher is being prepared as a reflective practitioner; (2) the strongest benefit of being a cooperating teacher is having the chance to become more reflective about one's own practice; and (3) the most successful experiences for the cooperating teacher result when there is a strong alignment of theory and practice between the cooperating teacher and student teacher. Recommendations for using alumni cooperating teachers where possible, providing thorough preparation in the expectations of the program for non-alumni teachers, and encouraging means to develop close relationships between cooperating and student teachers are discussed. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01